SCIENCE AND ART AND EDUCATION 155 



cal 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 

 scientific culture ought to be introduced into all schools." 



I say I desire, in commenting upon these various points, 

 and judging them as fairly as I can by the light of increased 

 experience, to particularly emphasise this last, because I 

 am told, although I assuredly do not know it of my own 

 knowledge — though I think if the fact were so I ought to 

 know it, being tolerably well acquainted with that which 

 goes on in the scientific world, and which has gone on there 

 for the last thirty years — that there is a kind of sect, or 

 horde, of scientific Goths and Vandals, who think it would 

 be proper and desirable to sweep away all other forms of 

 culture and instruction, except those in physical science, 

 and to make them the universal and exclusive, or at any 

 rate, the dominant training of the human mind of the 

 future generation. This is not my view — I do not believe 

 that it is anybody's view, — but it is attributed to those 

 who, like myself, advocate scientific education. I therefore 

 dwell strongly upon the point, and I beg you to believe 

 that the words I have just now read were by no means 

 intended by me as a sop to the Cerberus of culture. I 

 have not been in the habit of offering sops to any kind of 

 Cerberus; but it was an expression of profound conviction 

 on my own part — a conviction forced upon me not only 

 by my mental constitution, but by the lessons of what is 

 now becoming a somewhat long experience of varied con- 

 ditions of life. 



I am not about to trouble you with my autobiography; 

 the omens are hardly favorable, at present, for work of 



