VII SCIENCE AND ART AND EDUCATION 163 



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 forjns 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 wcrds 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 



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