So that
while the higher learning in its best development, as the perfect
flower of scholasticism and classicism, was a by-product of the
priestly office and the life of leisure, so modern science may be
said to be a by-product of the industrial process. Through these
groups of men, then -- investigators, savants, scientists,
inventors, speculators -- most of whom have done their most
telling work outside the shelter of the schools, the habits of
thought enforced by the modern industrial life have found
coherent expression and elaboration as a body of theoretical
science having to do with the causal sequence of phenomena. And
from this extra-scholastic field of scientific speculation,
changes of method and purpose have from time to time been
intruded into the scholastic discipline.
In this connection it is to be remarked that there is a very
perceptible difference of substance and purpose between the
instruction offered in the primary and secondary schools, on the
one hand, and in the higher seminaries of learning, on the other
hand. The difference in point of immediate practicality of the
information imparted and of the proficiency acquired may be of
some consequence and may merit the attention which it has from
time to time received; but there is more substantial difference
in the mental and spiritual bent which is favored by the one and
the other discipline.
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