162 SCIENCE AND ART AND EDUCATION vii 



Now, the points to whicli I directed particular 

 attention on that occasion were these: in the first 

 place, that instruction in physical science supplies 

 information of a character of especial value, both 

 in a practical and a speculative point of view — 

 information which cannot be obtained otherwise; 

 and, in the second place, that, as educational dis- 

 cipline, it supi)lics, in a better form than any other 

 study can supi)ly, exercise in a special form of 

 logic, and a peculiar method of testing the validity 

 of our processes of inquiry. I said further, that, 

 even at that time, a great and increasing attention 

 was being paid to physical science in our schools 

 and colleges, and that, most assuredly, such 

 attention must go on growing and increasing, un- 

 til education in these matters occupied a very much 

 larger share of the time which is given to teaching 

 and training, than had been the case heretofore. 

 And I threw all the strength of argumentation of 

 which I was possessed into the support of these 

 propositions. ]^)ut I venture to remind you, also, 

 of some other words I used at that time, and whicli 

 I ask permission to read to you. They were these: 

 " There are other forms of culture besides physi- 

 cal science, and I should be profoundly sorry to see 

 the fact forgotten, or even to observe a tendency 

 to starve or cripple literary or aesthetic culture for 

 the sake of science. Such a narrow view of the 

 nature of education has nothing to do with my 

 firm conclusion that a complete and thorough 



