loo THOMAS HENRY HUXLEY 



something of the direct knowledge of nature: on the one hand, 

 as an admirable instrument of education, if properly applied; on 

 the other, as preparing the way for an attitude of mind which 

 could appreciate the reasons for the immense changes already 

 beginning to operate in human thought." 



In an article in the Cotitemporary Revienv (1870) on 

 " The School Boards : what they can do, and what they 

 may do" (Coll. Essays, ill, p. 374), we find a sketch of 

 what Huxley considered elementary education should in- 

 clude, arranged under four heads : — " i. Physical training 

 and drill, as part of the regular business of the school. 

 2. Next in order to physical training I put the instruc- 

 tion of children, and especially of girls, in the elements 

 of household work and of domestic economy •, in the first 

 place for their own sakes, and in the second for that of 

 their future employers." 3. Ethical and religious training. 

 4. Intellectual training, including not only reading, writ- 

 ing and arithmetic, but also the elements of physical 

 science, with drawing, modelling and singing. 



The considerations advanced under the third heading 

 are in these days of particular interest. One provision of 

 the Act ran as follows : — 



" No religious catechism or religious formulary which is 

 distinctive of any particular denomination shall be taught in 

 the school." 



Mr. Forster afterwards defined the kind of religious in- 

 struction permitted by the Act : — 



" I have the fullest confidence that in the reading and explaining 

 of the Bible, what the children will be taught will be the great 

 truths of Christian life and conduct, which all of us desire they 

 should know, and that no effort will be made to cram into 

 their poor little minds theological dogmas which their tender 

 age prevents them from understanding." 



In the article now under consideration Huxley very 



