There must
be an improvement in the objects at which they aim in education,
and it is now worth while to inquire what that improvement is.
It is not mere instruction in any branch of technical science that
is wanted. No knowledge of chemistry, physics, or biology, however
extensive, can give the learner much aid in forming a correct
opinion of such a question as that of the currency. If we should
claim that political economy ought to be more extensively studied,
we would be met by the question, which of several conflicting
systems shall we teach? What is wanted is not to teach this system
or that, but to give such a training that the student shall be
able to decide for himself which system is right.
It seems to me that the true educational want is ignored both by
those who advocate a classical and those who advocate a scientific
education. What is really wanted is to train the intellectual
powers, and the question ought to be, what is the best method of
doing this? Perhaps it might be found that both of the conflicting
methods could be improved upon. The really distinctive features,
which we should desire to see introduced, are two in number: the
one the scientific spirit; the other the scientific discipline.
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