r which produces the fruits of the earth. Thus to
broaden the scope of liberal education it must be divested of all
aristocratic limitations and rendered sufficiently democratic to meet
the wants of the sons of toil.

The question naturally arises, will the general introduction of science
studies in American schools tend to lower the standard of scholarship?
If so, will the more democratic and hence utilitarian influence it
exerts, compensate for the change? To the first question the classical
schools will quite generally and naturally give an affirmative answer.
But the answer must not be considered as conclusive in settling the
question even if believed to be true, in view of the contention that
surrounds the second question. More than scholarship is needed to direct
and control the affairs of men. Mere scholarship--book-learning--is
seldom effective in the solution of intricate national and economic
problems. For profound judgment and constructive ability, such as
frequently become imperative in great crises are qualities which are not
evolved through classical investigations. They are born rather of
experience and contact with the rugged every day affairs of life. To
exert a guiding influence in the affairs of state one must feel the
throb of living forces and come in touch with the great heart of
humanity.

The study of ancient languages has long held the honored place in the
universities of Europe and America as peculiarly essential to mature
scholarship. They answered the purpose intended, for the sciences were
unknown or in the infancy of their development and there was but little
besides the ancient languages with which to train the student mind. But
should they dominate the curricula of the twentieth century? Do they
meet the requirements of this intensely practical age?

Whatever may be said against the materialistic tendency of the present
time, the scholarship of the idealists at least did not retard its
growth. Materialism abounds everywhere at present. The object sought by
introducing scientific in lieu of classical studies in some of the
higher institutions of learning is that facilities may be afforded the
children of the productive classes, such as they can accept and which
will have a directing influence upon labor. Whether such change will
tend to increase or lessen materialistic tendencies, remains to be seen.
The conditions will certainly be made no worse. For to balance
educational forces and m