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Rh preciate fully, or even to understand the finest productions of English literature. This being the case, we have another proof that our modern pedagogists, by exaggerating the claims of the natural sciences beyond all reasonable bounds, are doing great harm to literature and liberal culture.

Having reviewed the various advantages which the study of the classics affords, we may well say with one of the greatest minds of the nineteenth century: Modern methods and sciences, and "their inestimable services in the interest of our material well-being, have dazzled the imaginations of men, and since they do wonders in their own province, it is not unfrequently supposed that they can do as much in any other province also. But to advance the useful arts is one thing, and to cultivate the mind another. The simple question to be considered is how best to strengthen, refine, and enrich the intellectual powers; the perusal of the .poets, historians and philosophers of Greece and Rome will accomplish this purpose, as long experience has shown ; but that the study of experimental sciences will do the like, is proved to us as yet by no experience whatever. Far indeed am I from denying the extreme attractiveness, as well as the practical benefit to the world at large, of the sciences of chemistry, electricity, and geology; but the question is not what department of study contains the more wonderful facts, or promises the more brilliant discoveries, and which is in the higher and which is in the inferior rank; but simply which out of all provides the most robust and invigorating discipline for the unformed mind. ... Whatever be the splendors of the modern philosophy, the marvellousness of its dis-