Xll 



INTRODUCTION 



liberal education and to revise the curricula and methods 

 of teaching in schools of all grades. It is often sup- 

 posed, from Arnold's mentioning Huxley in Literature 

 and Science, that the two were at odds in their educa- 

 tional programmes. As a matter of fact it was Herbert 

 Spencer who urged the extreme demands of science which 

 Arnold rejected, while Arnold and Huxley probably 

 agreed in more points than they differed in. As a man 

 of letters Arnold had great faith in the humanities and 

 wished to reform and extend the teaching of literature 

 and the classics, to the end that men might gain "sober- 

 ness, righteousness, and wisdom." As a scientist Huxley 

 sought to demonstrate the educational value of scientific 

 study and wished to add it to the older subjects, that 

 men might be freed from the thraldom of error. But 

 Huxley was far from thinking that science should con- 

 stitute the whole, or even the greater part, of a general 

 education. He repeatedly insisted that it should but be 

 added to literature, history, ethics, philosophy, music, 

 and drawing. 



Huxley's idea of the purpose of education is very 

 practical, yet, well-considered, not without elevation; it 

 is to learn the rules of the game of life. 



"In other words, education is the instruction of the intellect 

 in the laws of Nature, under which name I include not merely 

 things and their forces, but men and their ways; and the 

 fashioning of the affections and of the will into an earnest and 

 loving desire to move in harmony with those laws." 



To this end he deemed it necessary to make the educa- 

 tion of specialists of doctors and scientists more 

 literary and to make general education more scientific. 

 In exceptional cases, if he could feel sure that the would- 

 be scientist had "the physical and mental energy to make 

 a mark in science/' he would "drive him straight at 



