50 LAY SERMONS, ESSAYS, AND REVIEWS. [iv. 



of knowledge reading, writing, and elementary mathematics 

 he should pass on to what is, in the more strict sense, physical 

 science. Now there are two kinds of physical science : the one 

 regards form and the relation of forms to one another ; the other 

 deals with causes and effects. In many of what we term our 

 sciences, these two kinds are mixed up together ; but systematic 

 botany is a pure example of the former kind, and physics of the 

 latter kind, of science. Every educational advantage which train 

 ing in physical science can give is obtainable from the proper 

 study of these two ; and I should be contented, for the present, 

 if they, added to our &quot; Erdkunde,&quot; furnished the whole of the 

 scientific curriculum of school. Indeed, I conceive it would be 

 one of the greatest boons which could be conferred upon Eng 

 land, if henceforward every child in the country were instructed in 

 the general knowledge of the things about it, in the elements of 

 physics, and of botany. But I should be still better pleased 

 if there could be added somewhat of chemistry, and an elemen 

 tary acquaintance with human physiology. 



So far as school education is concerned, I want to go no further 

 just now ; and I believe that such instruction would make an 

 excellent introduction to that preparatory scientific training which, 

 as I have indicated, is so essential for the successful pursuit of our 

 most important professions. But this modicum of instruction 

 must be so given as to ensure real knowledge and practical dis 

 cipline. If scientific education is to be dealt with as mere book- 

 work, it will be better not to attempt it, but to stick to the Latin 

 Grammar, which makes no pretence to be anything but book work 



If the great benefits of scientific training are sought, it is es 

 sential that such training should be real : that is to say, that the 

 mind of the scholar should be brought into direct relation with 

 fact, that he should not merely be told a thing, but made to see 

 by the use of his own intellect and ability that the thing is so 

 and no otherwise. The great peculiarity of scientific training, 

 that in virtue of which it cannot be replaced by any other dis 

 cipline whatsoever, is this bringing of the mind directly into 

 contact with fact, and practising the intellect in the completest 



