162 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 

 I i) 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 



