G2 LAY SERMONS, ADDRESSES, AND REVIEWS. [it. 



we do not turn out our young men less fitted to weather 

 it, than they have been, in former times, to cope with 

 the difficulties of those times. The heresies of the day 

 are explained to them by their professors of philosophy 

 and science, and they are taught how those heresies are 

 to be met." 



I heartily respect an organization which faces its 

 enemies in this way ; and I. wish that all ecclesiastical 

 organizations were in as effective a condition. I think 

 it would be better, not only for them, but for us. The 

 army of liberal thought is, at present, in very loose 

 order ; and many a spirited free-thinker makes use of 

 his freedom mainly to vent nonsense. We should be 

 the better for a vigorous and watchful enemy to hammer 

 us into cohesion and discipline ; and I, for one, lament 

 that the bench of Bishops cannot show a man of 

 the calibre of Butler of the " Analogy," who, if he 

 were alive, would make short work of much of the 

 current d priori " infidelity." 



I hope you will consider that the arguments I have 

 now stated, even if there were no better ones, con- 

 stitute a sufficient apology for urging the introduction 

 of science into schools. The next question to which 

 I have to address myself is, What sciences ought to be 

 thus taught \ And this is one of the most important of 

 questions, because my side (I am afraid I am a terribly 

 candid friend) sometimes spoils its cause by goiDg in 

 for too much. There are other forms of culture beside 

 physical 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 educa- 

 tion has nothing to do with my firm conviction that 

 a complete and thorough scientific culture ought to be 



