i 4 o ON SCIENCE AND ART 



being paid to physical science in our schools and col- 

 leges, and that, most assuredly, such attention must go 

 on growing and increasing, until education in these 

 matters occupied a very much larger share of the time 

 which is given to teaching and training, than had been 

 the case heretofore. And I threw all the strength of 

 argumentation of which I was possessed into the support 

 of these propositions. But I venture to remind you, 

 also, of some other words I used at that time, and which 

 I ask permission to read to you. They were these: 

 "There are other forms of culture besides physical 

 science, and I should be profoundly sorry to see the 

 fact forgotten, or even to observe a tendency to starve 

 or cripple literary or aesthetic culture for the sake of 

 science. Such a narrow view of the nature of education 

 has nothing to do with my firm conclusion that a com- 

 plete and thorough scientific culture ought to be intro- 

 duced 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 scien- 

 tific Goths and Vandals, who think it would be proper 

 and desirable to sweep away all other forms 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 tho^ who, 

 like myself, advocate scientific education. I therefore 



