26 rREPORT—1585. 
is bound up with the welfare of States. Ali, the son-in-law of Mahomet, 
the fourth successor to the Caliphate, urged upon his followers that men 
of science and their disciples give security to human progress. Ali loved 
to say, ‘Eminence in science is the highest of honours,’ and ‘ He dies not 
who gives life to learning.’ In addressing you upon texts such as these, 
my purpose was to show how unwise it is for England to lag in the 
onward march of science when most other European Powers are using 
the resources of their States to promote higher education and to advance 
the boundaries of knowledge. English Governments alone fail to grasp 
the fact that the competition of the world has become a competition in 
intellect. Much of this indifference is due to our systems of education. 
I have ill fulfilled my purpose if, in claiming for science a larger share in 
public education, I have in any way depreciated literature, art, or philo- 
sophy, for every subject which adds to culture aids in human develop- 
ment. I only contend that in public education there should be a free 
play to the scientific faculty, so that the youths who possess it should 
learn the richness of their possession during the educative process. The 
same faculties which make a man great in any walk of life—strong love 
of truth, high imagination tempered by judgment, a vivid memory which 
can co-ordinate other facts with those under immediate consideration—all 
these are qualities which the poet, the philosopher, the man of literature, 
and the man of science equally require and should cultivate through all 
parts of their education as well as in their future careers. My contention 
is that science should not be practically shut out from the view of ayouth 
while his education is in progress, for the public weal requires that 
a large number of scientific men should belong to the community. This 
is necessary because science has impressed its character upon the age in 
which we live, and as science is not stationary but progressive, men are re- 
quired to advance its boundaries, acting as pioneers in the onward march 
of States. Human progress is so identified with scientific thought, both 
in its conception and realisation, that it seems as if they were alternative 
terms in the history of civilisation. In hterature, and even in art, a 
standard of excellence has been attained which we are content to imitate 
because we have been unable to surpass. But there is no such standard 
in science. Formerly, when the dark cloud was being dissipated which 
had obscured the learning of Greece and Rome, the diffusion of literature 
or the discovery of lost authors had a marked influence on advancing 
civilisation. Now, a Chrysoloras might teach Greek in the Italian uni- 
versities without hastening sensibly the onward march of Italy; a 
Poggio might discover copies of Lucretius and Quintilian without 
exercising a tithe of the influence on modern life that an invention by 
Stephenson or Wheatstone would produce. Nevertheless, the divorce of 
culture and science, which the present state of education in this country 
tends to produce, is deeply to be deplored, because a cultured intelligence 
adds greatly to the development of the scientific faculty. My argument 
is that no amount of learning without science suffices in the present state 
