SCIENCE AND ART AND EDUCATION VII 



Now, the points to which I directed particular 

 attention on that occasion were these : in the first 

 place, that instruction in physical science supplies 

 information of a character of especial value, both 

 in a practical and a speculative point of view 

 information which cannot be obtained otherwise; 

 and, in the second place, that, as educational dis- 

 cipline, it supplies, in a better form than any other 

 study can supply, exercise in a special form of 

 logic, and a peculiar method of testing the validity 

 of our processes of 'inquiry. I said further, that, 

 even at that time, a great and increasing attention 

 was being paid to physical science in our schools 

 and colleges, and that, most assuredly, such 

 attention must go on growing and increasing, until 

 education in these matters occupied a very much 

 larger share of the time which is given to teaching 

 and training, than had been the case heretofore. And 

 I threw all the strength of argumentation of which 

 I was possessed into the support of these proposi- 

 tions. But I venture to remind you, also, of some 

 other words I used at that time, and which I ask 

 permission to read to you. They were these : 

 " There are other forms of culture besides 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 education has nothing to do with my 

 firm conclusion that a complete and thorough 



