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KMTOUIALS.
VOL. VIII.
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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 ;
