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About Hesperian student / (Lincoln [Neb.]) 1872-1885 | View Entire Issue (Feb. 1, 1879)
ao KMTOUIALS. VOL. VIII. & h6 lit it m M w loading is extensive, it must of necessity bo ofton cursory. ltULKS AND UKDKlt. Wo huvo had occasion ft'cqucntly, to inoutioii tlio wants of many students, who desired daily access to tlio library. And now that the privilege is granted beyond our expectation, we are sorry to sue so tine an opportunity for reading abused as it is by some students. From two until flvo o'clock the students have ample time to visit the library to read, not to loaf, nor to have a social chat. But we have noticed Hint there is an inclination among some students to disregard the real intent, and too often conversation and laughter are carried on to too great an extent. IT this circumstance be tho result ot forget fulness, we advise the purchase ol'a think, ing cap at once. The library room is sufficiently largo for all students who can lind time to visit it in tlio afternoon. But lot two or three outer upon some exciting debate in tho corner of tlio room, and tho tost, who are present, might as well close their books, and enter into a common discussion. This disorder and disrespect should cease. If there is no oilier alternative, let the student, who knows not the purpose of a library, bo denied its privilege. This may seem harsh, but two or throe should not be allowed to annoy twenty or more. Wo aio ready to advocate tho wants of stuUouts, but alter they are liberally grant, od, wo as aio ready to criticise if llioy aro not observed and appreciated. THE EDUCATIONAL VALUE OK NATU1UL SCIENCE. Tho groat and distinctive peculiarity of tho present system of education is the at. tontlou given to tlio natural sciences. The superiority of liberal culture in our day is doubtless owing to this fact. A distin guished American educator has made the chief departments of knowledge to bo the formal, empirical, and rational sciences, and language. All these, as a rule, must enter into the mako-up ol a course of study if systematic culture is aimed at. A sound education cannot be built on a single branch of knowledge, bu- must be tirmly established upon all its chief sub divisions. Educators have found that the mathe unities do not discipline the ordinary powers of observatiom. They aro con corned with neither material nor mental phenomena, and lead one to insist too stronously on absolute proof. The ration al sciences, on the other bund, tend to make one not only dogmatic but dissatis. tied with the facts of everyday life, when llioy do not agree with tho ideal world which these sciences build up around him. But tho study of natural science corrects the evil tendencies of one-sided culture by disciplining the powers of ob. servation and bunging us to tlio contem plation of the real. The natural sciences aro of great practi cal value. Some knowledge of them is mdipcnsnhle, if one would be well in formed on current topics. As tho tele scope has revealed (acts concerning the world above us that stagger us witli tho grandeur and immensity of tho universe, so tho microscope lias disclosed wonders before uiithuttght of in tho world at our feel. Explorers have ponel rated into all pints of tho worid, and noted with the oo of the scientist, tho new and over changing phenomena that have met their gaze. Science, therefore, has become gen eralized. Imperfect though it may yet be, it lias no longer a confusionary and local existence, but embraces the whole woild in its scope. Natural Science has been brought to boar directly in tiit improve ment and prosecution of many branches of industry. It has inlluenced other do partmonts of knowledge, and is exten sively concerned In the groat problems of the time. Of such a nature are tho olaiuis of tho natural sciences as an educational factor ;
