166 SCIENCE AND ART AND EDUCATION vil 



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 num- 

 bers of the " Journal of Education," you will find 

 a series of very interesting and remarkable 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 involves. It is from a 

 paper by Mr. Worthington one of the masters at 

 Clifton, the reputation of which school you know 

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

 mine, the Rev. Mr. Wilson to whom much credit 

 is due for being one of the first, as I can say 

 from my own knowledge, to take up this question 

 and work it into practical shape. What Mr. 

 Worthington says is this : 



" It is not easy to exaggerate the importance of the informa- 

 tion imparted by certain branches of science ; it modifies the 



