166 SCIENCE AND ART AND EDUCATION vii 



culture, and of the share — the increasing share — 

 which it must take in ordinary education? Hap- 

 pily, in respect to that matter, you need not rely 

 upon my testimony. In the last half-dozen num- 

 bers of the " Journal of Education," vou will find 

 a series of very interesting and remarkable papers, 

 by gentlemen who are practically engaged in the 

 business of education in our great public and other 

 schools, telling us what is doing in these schools, 

 and what is their experience of the results of 

 scientific education there, so far as it has gone. 

 I am not going to trouble you with an abstract of 

 those papers which are well worth your study in 

 their fulness and completeness, but I have copied 

 out one remarkable passage, because it seems to me 

 so entirely to bear out what I have formerly 

 ventured to say about the value of science, both as 

 to its subject-matter and as to the discipline which 

 the learning of science involves. It is from a 

 paper by Mr. "Worthington — one of the masters at 

 Clifton, the reputation of which school you know 

 well, and at tlie head of which is an old friend of 

 mine, the Rev. i\lr. Wilson — to whom much credit 

 is due for being one of the first, as I can say from 

 my own knowledge, to take up this question and 

 work it into practical shape. What Mr. Worthing- 

 ton says is this: — 



" It is not easy to exaG^.c:erate the importance of the informa- 

 tion imparted by certain branches of science ; it modifies tho 

 whole criticism of life made in maturer years. The study has 



