130 SCIENTIFIC EDUCATION: v 



very much like to turn it upside down, so that its 

 roots might be solidly embedded among the facts 

 of Nature, and draw thence a sound nutriment for 

 the foliage and fruit of literature and of art. No 

 educational system can have a claim to perman- 

 ence, unless it recognises the truth that education 



' O 



has two great ends to which everything else must 

 be subordinated. The one of these is to increase 

 knowledge ; the other is to develop the love of 

 right and the hatred of wrong. 



With wisdom and uprightness a nation can make 

 its way worthily, and beauty will follow in the foot- 

 steps of the two, even if she be not specially in- 

 vited ; while there is perhaps no sight in the whole 

 world more saddening and revolting than is offered 

 by men sunk in ignorance of everything but what 

 other men have written ; seemingly devoid of moral 

 belief or guidance ; but with the sense of beauty 

 so keen, and the power of expression so cultivated, 

 that their sensual caterwauling may be almost 

 mistaken for the music of the spheres. 



At present, education is almost entirely devoted 

 to the cultivation of the power of expression, and 

 of the sense of literary beauty. The matter of 

 having anything to say, beyond a hash of other 

 people's opinions, or of possessing any criterion of 

 beauty, so that we may distinguish between the 

 Godlike and the devilish, is left aside as of no 

 moment. I think I do not err in saying that if 

 science were made a foundation of education, 



