ISO SCIENCE AND ART AND EDUCATION vii 



as for a hungry man to refuse bread because he 

 cannot get partridge. Finally, I would add in- 

 struction in either music or painting, or, if the 

 child should be so unhap})y, as sometimes happens, 

 as to have no faculty for either of those, and no 

 possibility of doing anything in any artistic sense 

 with them, then 1 would see what could be done 

 with literature alone; but I would provide, in the 

 fullest sense, for the development of the esthetic 

 side of the mind. In my judgment, those are all 

 the essentials of education for an English child. 

 AVith that outfit, such as it might be made in the 

 time given to education which is within the 

 reach of nine-tenths of the population — with that 

 outfit, an Englishman, within the limits of 

 English life, is fitted to go anywhere, to occupy 

 the highest positions, to fill the highest offices 

 of the State, and to become distinguished in prac- 

 tical pursuits, in science, or in art. For, if he have 

 the opportunity to learn all those things, and have 

 his mind disciplined in the various directions the 

 teaching of those topics would have necessitated, 

 then, assuredly, he will be able to pick up, on his 

 road through life, all the rest of the intellectual 

 baggage he wants. 



If the educational time at our disposition were 

 sufficient there are one or two things I would add 

 to those I have just now called the essentials; and 

 perhaps you will be surprised to hear, though I 

 hope you will not, that I should add, not more 



