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676 clumsy writing, wherein sometimes even the meaning of the authors is left in doubt. Let me impress upon you the obvious duty of not increasing this unwieldy burden. Study the best masters of style, and when once you have made up your minds what you want to say, try to express it in the simplest, clearest, and most graceful language you can find.

Remember that, while education is the drawing out and cultivation of all the powers of the mind, no system has yet been devised that will by itself develop with equal success every one of these powers. The system under which we have been trained may have done as much for us as it can do. Each of us is thereafter left to supplement its deficiencies by self-culture. And in the ordinary science instruction of the time one of the most obvious of these inevitable deficiencies is the undue limitation or neglect of the literary side of education.

But in the science instruction itself there are dangers regarding which we can not be too watchful. In this college and in all the other well-organized scientific institutions of the country the principles of science are taught orally and experimentally. Every branch of knowledge is expounded in its bearings on other branches. Its theory is held up as the first great aim of instruction, and its practical applications are made subsequent and subordinate. Divisions of science are taught here which may have few practical applications, but which are necessary for a comprehensive survey of the whole circle of scientific truth. Now, you may possibly have heard, and in the midst of a busy industrial community you are not unlikely to hear, remarks made in criticism of this system or method of tuition. The importance of scientific training will be frankly acknowledged and even insisted upon, but you will sometimes hear this admission coupled with the proviso that the science must be of a practical kind; must, in short, be just such and no other as will fit young men to turn it to practical use in the manufactures or industries to which they may be summoned. The critics who make this limitation boast that they are practical men, and that in their opinion theory is useless or worse for the main purposes for which they would encourage and support a great scientific school.

Now I am quite sure that those science students who have passed even a single session in Mason College can see for themselves the utter fallacy of such statements and the injury that would be done to the practical usefulness of this institution and to the general progress of the industrial applications of science if such short-sighted views were ever carried into effect. There can be no thorough, adequate, and effective training in science unless it be based on a comprehensive study of facts and principles, altogether apart from any