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 a scientific study which acquaints him with the laws of nature's forces. In the one case, while the power is great, the knowledge is small; in the other, an essential view of the thought of mankind or of the nature of the world in which we live is gained, and the knowledge is broadly useful for various exercise of power.

Another fallacy is the doctrine that actual execution in practical ways alone gives power. It may give ready specific power of a limited kind, but it may leave the man childlike and helpless in the presence of anything but his specialty.

Here we find an argument for higher education, for an accumulation of knowledge and power that comes through prolonged labor in the field of learning, under wise guidance and through self-effort. Many a youth, through limited capacity, limited time and means, must begin special education before he has laid a broad foundation, but this is not the ideal method. The true teacher will always hold the highest ideals before the pupils, will guide them in the path of general education, until that education becomes what is called liberal. The broad-minded men who conduct schools for special education are strong advocates of the highest degree of general training as a foundation.

Four years of college life, with the methods of to-day, more than quadruple the capital of the graduate of the secondary school. They broaden the field of knowledge, and enlarge the capacity for doing. The world is full of demands for men of knowledge and power. There is to-day a lack of men sufficiently equipped in knowledge, power, and character to take the direction, for instance, of important college de