276 THE ADDRESSES, LECTURES, ETC., OF 



are, however, certain principles of general application, which, I 

 submit, should never be lost sight of. Moral education being 

 provided for, the main object in teaching the young should be to 

 strengthen their power of memory, and after that their reasoning 

 faculty. The first is most appropriately accomplished by the con- 

 ventional three K's, and by the teaching of geography, history, 

 and languages, both ancient and modern ; and the second by 

 mathematics, logic, and the natural sciences. Sir John Lubbock, 

 in addressing you some years ago from this chair, forcibly called 

 attention to the necessity of combining both literary and scientific 

 education in our grammar schools, suggesting that at least ten 

 hours a week should be given up to the teaching of science. 



Such a system of education has since been established at Eton, 

 where (as reported in Nature some weeks ago) all pupils attend 

 science classes, and are said to be very fond of what they are 

 pleased to call the " stinks " (in allusion to the chemical labora- 

 tory) ; whereas at other grammar schools a " modern side " has 

 been added to the establishment, where science is taught to those 

 only who elect not to go in for a classical career, whilst the clas- 

 sical scholars remain untaught in science as before. I am of 

 opinion that the Eton system is the better of the two, for I cannot 

 regard an education to be complete that does not combine literary 

 with scientific training ; the one gives the polish and the other 

 the fibre and practical direction to the understanding. A Bir- 

 mingham manufacturer by no means despises polish to make his 

 goods tempting in the market, but he would hardly like to offer 

 them composed entirely of lacquer and polish without that solid 

 fibre in the interior that is necessary to fit them for practical 

 usage ; such internal fibre may in our case be likened to the 

 knowledge of useful information such as modern languages and 

 natural science, without which the classical polish must be devoid 

 of the power to produce useful results, which after all is the 

 standard to be aimed at. 



The man of classics, the Bishop, the Statesman, and the Judge 

 of the future, educated at Eton, will be none the worse for stand- 

 ing upon an educational foundation comprising " stinks " in its 

 composition, whereas the man of practical pursuits will be all the 

 better for his early literary culture. 



But it may be urged that the time available for study is too 



