SCIENCE AND CULTURE 117 



that for the purpose of attaining real culture, an ex^l 

 clusively scientific education is at least as effectual asj 

 an exclusively literary education. 



I need hardly point out to you that these opinions, 

 especially the latter, are diametrically opposed to those 

 of the great majority of educated Englishmen, influ- 

 enced as they are by school and university traditions. 

 In their belief, culture is obtainable only by a liberal 

 education; and a liberal education is synonymous, not 

 merely with education and instruction in literature, but 

 in one particular form of literature, namely, that of 

 Greek and Roman antiquity. They hold that the man~ 

 who has learned Latin and Greek, however little, is 

 educated; while he who is versed in other branches of 

 knowledge, however deeply, is a more or less respectable 

 specialist, not admissible into the cultured caste. Thef 

 stamp of the educated man, the University degree, is 

 not for him. 



I am too well acquainted with the generous catholicity 

 of spirit, the true sympathy with scientific thought, 

 which pervades the writings of our chief apostle of cuK 

 ture to identify him with these opinions; and yet one 

 may cull from one and another of those epistles to the 

 Philistines, which so much delight all who do not answer 

 to that name, sentences which lend them some support. 



Mr. Arnold tells us that the meaning of culture is 

 "to know the best that has been thought and said in 

 the world." It is the criticism of life contained in litera- 

 ture. That criticism regards "Europe as being, for in- 

 tellectual and spiritual purposes, one great confederation, 

 bound to a joint action and working to a common result ; 

 and whose members have, for their common outfit, a 

 knowledge of Greek, Roman, and Eastern antiquity, and 

 of one another. Special, local, and temporary advan- 

 tages being put out of account, that modern nation will 



