VII SCIENCE AND ART AND EDUCATION I75 



that all the subjects of our thoughts — all feelings 

 and propositions (leaving aside our sensations as 

 the mere materials and occasions of thinking and 

 feeling), all our mental furniture — may be classi- 

 fied under one of two heads — as either within the 

 province of the intellect, something that can be 

 put into propositions and affirmed or denied; or 

 as within the province of feeling, or that which, 

 before the name was defiled, was called the 

 aesthetic side of our nature, and which can 

 neither be proved nor disproved, but only felt and 

 known. 



According to the classification which I have 

 put before you, then, the subjects of all knowl- 

 edge are divisible into the two groups, matters of 

 science and matters of art; for all things with 

 which the reasoning faculty alone is occupied, 

 come under the province of science; and in tlie 

 broadest sense, and not in the narrow and tech- 

 nical sense in which we are now accustomed to 

 use the word art, all things feelable, all things 

 which stir our emotions, come under the term of 

 art, in the sense of the subject-matter of the oes- 

 thetic faculty. So that we are shut up to this 

 — that the business of education is, in the first 

 place, to provide the young with the means and 

 the habit of observation; and, secondly, to supply 

 the subject-matter of knowledge either in the 

 shape of science or of art, or of both combined. 



Now, it is a very remarkable fact — but it is 



