He explains his position farther, by professing to follow Butler in the

doctrine that, through the mere contemplation of our human faculties
and springs of action, we can discern certain relations which must
exist among them by the necessity of man"s moral being
He explains his position farther, by professing to follow Butler in the
doctrine that, through the mere contemplation of our human faculties
and springs of action, we can discern certain relations which must
exist among them by the necessity of man"s moral being. Butler
maintains that, by merely comparing appetite with conscience as springs
of action, we see conscience is superior and ought to rule; and Whewell
conceives this to be self-evident, and expresses it by stating that
_the Lower parts of our nature are to be governed by the Higher_. Men
being considered as social beings, capable of mutual understanding
through speech, it is self-evident that their rule must include
veracity. In like manner, it is self-evident from the same
consideration of social relationship, that each man should abstain from
violence and anger towards others, that is, _love his fellow men_.

Let American liberty be an intelligent liberty, and therefore a

self-sustaining liberty
Let American liberty be an intelligent liberty, and therefore a
self-sustaining liberty. Freedom, more or less complete, has been found
in two conditions of life. Man, in a rude state, where his condition
seemed to be normal, rather than the result of a process of mental and
moral degeneracy, has often possessed a large share of independence; but
this should by no means be confounded with what in America is called
liberty. The independence of the savage, or nomad, is manifested in the
absence of law; but the liberty of an American citizen is the power to
do whatever may be beneficial to himself, and not injurious to his
neighbor nor to the state. The first leaves self-protection and
self-regulation to the individual, while the latter restrains the
aggressive tendencies of all for the security of each. The first is
natural equality without law; the second is natural equality before the
law. With the first, might makes right; with the latter, right makes
might. With the first, the power of the law, or of the will of an
individual or clan, is in the rigor and success of execution; with the
latter, the power of the law is in the justice of its demand. We, as a
people, have passed the savage and nomadic state, and can return to it
only after a long and melancholy process of decay and change, out of
which ultimately might come a new and savage race of men. This, then, is
not our immediate, even if it be a possible danger. But we are to guard
against intellectual, political, and moral degeneracy. We are, through
family, religious, and public education, to take security of the
childhood and youth of the land for the preservation of the institutions
we have, and for the growth, greatness, and justice, of the republic.
Liberty in America, if you will admit the distinction, is a growth and
not a creation. The institutions of liberty in America have the same
character. By many centuries of trial, struggle, and contest, through
many years of experience, sometimes joyous, and sometimes sad, the fact
and the institutions of liberty in America have been evolved. It has not
been a work of destruction and creation, but a process of change and
progress. And so it must ever be. Reformation does not often follow
destruction; and they who seek to destroy the institutions of a country
are not its friends in fact, however they may be in purpose. Ignorance
can destroy, but intelligence is required to reform or build up. Let
the prejudice against learning, not common now, but possibly existing in
some minds, be forever banished. Learning is the friend of liberty. Of
this America has had evidence in her own history, and in her observation
of the experience of others. The literary institutions and the
cultivated men of America, like Milton and Hampden in England, preferred

Then there came and passed some of the world"s greatest

navigators
Then there came and passed some of the world"s greatest
navigators. Torres wandering from far Peru, to unknowingly
discover the strait which bears his name; Dampier, the
buccancer-adventurer, and, in 1768, the cultured, esthetic
Bougainville, who was enraptured by the beauty of the deep
forest-fringed fjords of the northeastern coast. Cook, greatest
of all geographers, mapped the principal islands and shoals of
the intricate Torres Strait in 1770; and a few years later came
Captain Bligh, the resourceful leader of his faithful few,
crouching in their frail sail boat that had survived many a
tempest; since the mutineers of the Bounty had cast them adrift
in the mid-Pacific. In the early years of the nineteenth
century the scientifically directed Astrolabe arrived, under
the command of Dumont D"Urville, and, later, Captain Owen
Stanley in the Rattlesnake, with Huxley as his zoologist, Then,
in 1858, came Alfred Russel Wallace, the codiscoverer of
Darwinism, who, by the way, is said to have been the first
Englishman who ever actually resided in New Guinea.

The inherent difficulty in the experiment of special and appropriate

co-education is the difficulty of adjusting, in the same institution,
the methods of instruction to the physiological needs of each sex; to
the persistent type of one, and the periodical type of the other; to
the demand for a margin in metamorphosis of tissue, beyond what study
causes, for general growth in one sex, and to a larger margin in the
other sex, that shall permit not only general growth, but also the
construction of the reproductive apparatus
The inherent difficulty in the experiment of special and appropriate
co-education is the difficulty of adjusting, in the same institution,
the methods of instruction to the physiological needs of each sex; to
the persistent type of one, and the periodical type of the other; to
the demand for a margin in metamorphosis of tissue, beyond what study
causes, for general growth in one sex, and to a larger margin in the
other sex, that shall permit not only general growth, but also the
construction of the reproductive apparatus. This difficulty can only
be removed by patient and intelligent effort. The first step in the
direction of removing it is to see plainly what errors or dangers lie
in the way. These, or some of them, we have endeavored to point out.
'Nothing is so conducive to a right appreciation of the truth as a
right appreciation of the error by which it is surrounded.'[32] When
we have acquired a belief of the facts concerning the identical
education, the identical co-education, the appropriate education, and
the appropriate co-education of the sexes, we shall be in a condition
to draw just conclusions from them.

Elementary Education: To what extent should elementary

education be supported by local taxation, and to what extent by
state taxation? What should be the determining factors in the
distribution of support? Secondary Education: What should be
the primary and what the secondary purpose of high school
education? To what extent should courses of study in the high
school be determined by the requirements for admission to
college, and to what extent by the demands of industrial and
civic life? University Education: Should universities and
colleges supported by public funds be controlled by independent
and autonomous powers, or should they be controlled directly by
central state authority? Education of Women: To what extent is
coeducation desirable in elementary schools, high schools,
colleges and universities? Exchange of Professors and Students
between Countries: To what extent is an exchange of students
and professors between American republics desirable? What is
the most effective basis for a system of exchange? What plans
should be adopted in order to secure mutual recognition of
technical and professional degrees by American Republics?
Engineering Education: To what extent may college courses in
engineering be profitably supplemented by practical work in the
shop? To what extent may laboratory work in engineering be
replaced through cooperation with industrial plants? Medical
Education: What preparation should be required for admission to
medical schools? What should he the minimum requirements for
graduation? What portion of the faculty of a medical school
should be required to give all their time to teaching and
investigation? What instruction may best be given by physicians
engaged in medical practice? Agricultural Education: What
preparation should be required for admission to state and
national colleges of agriculture? To what extent should the
courses of study in the agricultural college be theoretical and
general, and to what extent practical and specific? To what
extent should the curriculum of any such college be determined
by local conditions? Industrial Education: What should be the
place of industrial education in the school system of the
American republics? Should it be supported by public taxation?
Should it be considered as a function of the public school
system? Should it be given in a separate system under separate
control? How and to what extent may industrial schools
cooperate with employers of labor, Commercial Education: How
can a nation prepare in the most effective manner its young men
for a business career that is to be pursued at home or in a
foreign country
Elementary Education: To what extent should elementary
education be supported by local taxation, and to what extent by
state taxation? What should be the determining factors in the
distribution of support? Secondary Education: What should be
the primary and what the secondary purpose of high school
education? To what extent should courses of study in the high
school be determined by the requirements for admission to
college, and to what extent by the demands of industrial and
civic life? University Education: Should universities and
colleges supported by public funds be controlled by independent
and autonomous powers, or should they be controlled directly by
central state authority? Education of Women: To what extent is
coeducation desirable in elementary schools, high schools,
colleges and universities? Exchange of Professors and Students
between Countries: To what extent is an exchange of students
and professors between American republics desirable? What is
the most effective basis for a system of exchange? What plans
should be adopted in order to secure mutual recognition of
technical and professional degrees by American Republics?
Engineering Education: To what extent may college courses in
engineering be profitably supplemented by practical work in the
shop? To what extent may laboratory work in engineering be
replaced through cooperation with industrial plants? Medical
Education: What preparation should be required for admission to
medical schools? What should he the minimum requirements for
graduation? What portion of the faculty of a medical school
should be required to give all their time to teaching and
investigation? What instruction may best be given by physicians
engaged in medical practice? Agricultural Education: What
preparation should be required for admission to state and
national colleges of agriculture? To what extent should the
courses of study in the agricultural college be theoretical and
general, and to what extent practical and specific? To what
extent should the curriculum of any such college be determined
by local conditions? Industrial Education: What should be the
place of industrial education in the school system of the
American republics? Should it be supported by public taxation?
Should it be considered as a function of the public school
system? Should it be given in a separate system under separate
control? How and to what extent may industrial schools
cooperate with employers of labor, Commercial Education: How
can a nation prepare in the most effective manner its young men
for a business career that is to be pursued at home or in a
foreign country.

The other estimate of the amount of talent in existence has

been made by one of our most eminent American sociologists, the
late Lester F
The other estimate of the amount of talent in existence has
been made by one of our most eminent American sociologists, the
late Lester F. Ward. The elaborate treatment of this matter is
found in his 'Applied Sociology,' and offers an illustration of
a most rigorous and thorough application of the scientific
method to the subject in question. The essential facts for the
study were furnished by Odin in his work on the genesis of the
literary men of France, although Candole, Jacoby and others are
laid under contribution for data. Maps, tables and diagrams are
used whenever they can be made to secure results. Odin"s study
covered the period of over five hundred years of France and
French regions, or from 1300 to 1825. Out of over thirteen
thousand literary names he chose some 6,200 as representing men
of genius, talent or merit, the former constituting much the
smaller and the latter much the larger of the total number.

Appendix No

Appendix No. II. is a discussion of SELF-LOVE. The author adverts first
to the position that benevolence is a mere pretence, a cheat, a gloss
of self-love, and dismisses it with a burst of indignation. He next
considers the less offensive view, that all benevolence and generosity
are resolvable in the last resort into self-love. He does not attribute
to the holders of this opinion any laxity in their own practice of
virtue, as compared with other men. Epicurus and his followers were no
strangers to probity; Atticus and Horace were men of generous
dispositions; Hobbes and Locke were irreproachable in their lives.
These men all allowed that friendship exists without hypocrisy; but
considered that, by a sort of mental chemistry, it might be made out
self-love, twisted and moulded by a particular turn of the imagination.
But, says Hume, as some men have not the turn of imagination, and
others have, this alone is quite enough to make the widest difference
of human characters, and to stamp one man as virtuous and humane, and
another vicious and meanly interested. The analysis in no way sets
aside the reality of moral distinctions. The question is, therefore,
purely speculative.

The present practical prohibition of the experiment is the poverty of

our colleges
The present practical prohibition of the experiment is the poverty of
our colleges. Identical co-education can be easily tried with the
existing organization of collegiate instruction. This has been tried,
and is still going on in separate and double-sexed schools of all
sorts, and has failed. Special and appropriate co-education requires
in many ways, not in all, re-arrangement of the organization of
instruction; and this will cost money and a good deal of it. Harvard
College, for example, rich as it is supposed to be, whose banner, to
use Mr. Higginson"s illustration, is the red flag that the bulls of
female reform are just now pitching into,--Harvard College could not
undertake the task of special and appropriate co-education, in such a
way as to give the two sexes a fair chance, which means the _best_
chance, and the only chance it ought to give or will ever give,
without an endowment, additional to its present resources, of from one
to two millions of dollars; and it probably would require the larger
rather than the smaller sum. And this I say advisedly. By which I
mean, not with the advice and consent of the president and fellows of
the college, but as an opinion founded on nearly twenty years"
personal acquaintance, as an instructor in one of the departments of
the university, with the organization of instruction in it, and upon
the demands which physiology teaches the special and appropriate
education of girls would make upon it. To make boys half-girls, and
girls half-boys, can never be the legitimate function of any college.
But such a result, the natural child of identical co-education, is
sure to follow the training of a college that has not the pecuniary
means to prevent it. This obstacle is of course a removable one. It
is only necessary for those who wish to get it out of the way to put
their hands in their pockets, and produce a couple of millions. The
offer of such a sum, conditioned upon the liberal education of women,
might influence even a body as soulless as the corporation of Harvard
College is sometimes represented to be.

Here we are behind the scenes at a great discovery; 'as I

ventured to predict'; prediction is part of scientific
theorizing; there is a place for legitimate prediction as there
is for experimentation
Here we are behind the scenes at a great discovery; 'as I
ventured to predict'; prediction is part of scientific
theorizing; there is a place for legitimate prediction as there
is for experimentation. All discoverers have made predictions;
Harvey predicted the existence of the capillaries, Halley
predicted the return of his comet, Adams predicted the place of
the planet Neptune, the missing link in the evolutionary series
of the fossil horses had been predicted long before it was
actually found by Professor Marsh. Pasteur predicted that the
sheep inoculated with the weak anthrax virus would be alive in
the anthrax-infected field, while those not so protected would
all be dead. A prediction verified is a conclusion
corroborated, an investigator encouraged.

Now, as morality would never have existed but for the necessity of

protecting one human being against another, the power of the mind that
adopts other people"s interests and views must always be of vital
moment as a spring of moral conduct; and Adam Smith has done great
service in developing the workings of the sympathetic impulse
Now, as morality would never have existed but for the necessity of
protecting one human being against another, the power of the mind that
adopts other people"s interests and views must always be of vital
moment as a spring of moral conduct; and Adam Smith has done great
service in developing the workings of the sympathetic impulse.