SCIENCE AND ART AND EDUCATION 157 



except the little lap-lap of the ripples against the sides of 

 the boat, and the distant twitter of the sea-bird on the reef. . 

 And when that vision crosses mv mind, I am free to confess 

 I desire to be back in the boat again. So that, if I share 

 with those strange persons to whose asserted, but still 

 hypothetical existence I have referred, the want of appre- 

 ciation of forms of culture other than the pursuit of physi- 

 cal science, all I can say is, that it is, in spite of my constitu- 

 tion, and in spite of my experience, that such should be 

 my fate. 



But now let me turn to another point, or rather to two 

 other points, with which I propose to occupy myself. How 

 far does the experience of the last fourteen years justify the 

 estimate which I ventured to put forward of the value of 

 scientific culture, and of the share — the increasing share — 

 which it must take in ordinary education? Happily, in 

 respect to that matter, you need not rely upon my testimony. 

 In the last half-dozen numbers of the Journal of Educa- 

 tion, you will find a series of very interesting and remark- 

 able papers, by gentlemen who are practically engaged 

 in the business of education in our great public and other 

 schools, telling us what is doing in these schools, and what 

 is their experience of the results of scientific education there, 

 so far as it has gone. I am not going to trouble you with 

 an abstract of those papers which are well worth your 

 study in their fulness and completeness, but I have copied 

 out one remarkable passage, because it seems to me so 

 entirely to bear out what I have formerly ventured to say 

 about the value of science, both as to its subject-matter 

 and as to the discipline which the learning of science in- 

 volves. It is from a paper by Mr. Worthington — one of 

 the masters at Clifton, the reputation of wliich school you 

 know well, and at the head of which is an old friend of mine, 



