VII SCIENCE AND ART AND EDUCATION 1G3 



scientific culture ought to be introduced into all 

 schools." 



I say I desirC;, in commenting upon these vari- 

 ous points, and judging them as fairly as I can by 

 the light of increased experience, to particularly 

 emphasise this last, because I am told, although I 

 assuredly do not know it of my own knowledge 

 — though I think if the fact were so I ought to 

 know it, being tolerably well acquainted with that 

 which goes on in the scientific world, and which 

 has gone on there for the last thirty years — that 

 there is a kind of sect, or horde, of scientific Goths 

 and Vandals, who think it would be proper and 

 desirable to sweep away all other forms of culture 

 and instruction, except those in physical science, 

 and to make them the universal and exclusive, or, 

 at any rate, the dominant training of the human 

 mind of the future generation. This is not my 

 view — I do not believe that it is anybody's view, 

 — but it is attributed to those who, like myself, 

 advocate scientific education. I therefore dwell 

 strongly upon the point, and I beg you to believe 

 that the Avords I have just now read were by 

 no means intended by me as a sop to the Cerbe- 

 rus of culture. I have not been in the habit of 

 offering sops to any kind of Cerberus; but it 

 was an expression of profound conviction on 

 my own part — a conviction forced upon me 

 not only by my mental constitution, but by the 

 lessons of what is now becoming a some- 



