The second conclusion that seems justified is no less important for the science teacher. It is this: Since the dawn of modern science was preceded by the solution of a great number of practical problems, which arose from the practical needs and the ideals of the times, and which developed in humanity a great deal of skill in the handling of tools and the mastering of matter, the course of the child in learning science should be similar. Hence, it is unscientific to try to teach modern science to a child that has not been prepared for it by a symbolic middle-age training in the mastery of tools, brute force and concrete matter.
No one can realize more fully than the writer the inadequacy of this discussion of this mighty theme. The same theme has been handled far more completely by Carlyle in the following short paragraphs from his review of the Corn Law Rhymes:
Rudiments of an Epic, we say; and of the true Epic of our Time,—were the genius but arrived that could sing it! Not "Arms and the Man"; "Tools and the Man," that were now our Epic. What indeed are tools, from the Hammer and Plummet of Enoch Wray to this Pen we now write with, but Arms, wherewith to do battle against Unreason without or within, and smite in pieces not miserable fellow men, but the Arch-Enemy that makes us all miserable; henceforth the only legitimate battle!