is trained on chemistry will become a strict analyst and will break up heterogeneous compounds of all kinds, but he will be likely also to rest content with this destructive work and to leave the positive work of construction or synthesis to others. The man who is trained on history will be quick to discern continuity of force or law under different phases, but he will be content with broad phases and heterogeneous combinations such as history offers, and will not be a strict analyst. The man who is trained on mathematics will have great power of grasping purely conceptional relations, or abstract ideas, which are, however, most sharply defined; but he will be likely to fasten upon a subordinate factor in some other kind of problem, especially if that factor admits of more complete abstraction than any of the others. The man who is trained on the science of language approaches the continuity and development of history with a guiding thread in his hand, and his comparisons, furnishing stepping-stones now on the right and now on the left, lead him on in a course where induction and deduction go so close together that they can hardly be separated; but the study of language again always threatens to degenerate into a cram of grammatical niceties and a fastidiousness about expression, under which the contents are forgotten. Now, in individual affairs, family, social, and political affairs, all these powers of mind find occasion for exercise. They are needed in business, in professions, in technical pursuits; and the man best fitted for the demands of life would be the man whose powers of mind of all these diverse orders and kinds had all been harmoniously developed. How shallow then is the idea that education is meant to give or can give a mass of monopolized information, and how important it is that the student should understand what he may expect and what he may not expect from his education. As your education goes on, you ought to gain in your power of
