32 LIFE OF PROFESSOR HUXLEY CHAP. I 



system connected with, or not too rudely divorced from 

 their own system of belief. He wanted regulations, not 

 in accordance with what he himself thought was right, 

 but in the direction in which thought was moving." He 

 wanted an elastic system, that did not oppose any obstacle 

 to the free play of the public mind. 



Huxley voted against all the proposed amendments, 

 and in favour of Mr. Smith's motion. There were only 

 three who voted against it ; while the three Koman 

 Catholic members refrained from voting. This basis of 

 religious instruction, practically unaltered, has remained 

 the law of the Board ever since. 



There was a controversy in the papers, between Prof. 

 Huxley and the Rev. W. H. Fremantle, as to the nature 

 of the explanations of the Bible lessons. Huxley main- 

 tained that it should be purely grammatical, geographical, 

 and historical in its nature ; Fremantle that it should 

 include some species of distinct religious teaching, but 

 not of a denominational character. 1 



In taking up this position, Huxley expressly dis- 

 claimed any desire for a mere compromise to smooth 

 over a difficulty. He supported what appeared to 

 be the only workable plan under the circumstances, 

 though it was not his ideal ; for he would not have 

 used the Bible as the agency for introducing the 

 religious and ethical idea into education if he had 

 been dealing with a fresh and untouched population. 



His appreciation of the literary and historical 

 value of the Bible, and the effect it was likely to 



1 Cp. extract from Lord Shaftesbury's journal about this corre- 

 spondence (Life and Work of Lord Shaftesbury, iii. 282). 

 " Professor Huxley has this definition of morality and religion : 

 ' Teach a child what is wise, that is morality. Teach him what is 

 wise and beautiful, that is religion 1 ' Let no one henceforth 

 despair of making things clear and of giving explanations ! " 



