BACTERIOLOGY AND THE WAR. 37 
trained, are wicked.” They have, however, forgotten that 
the German character was not exactly lovable, even before 
they became scientific; they have forgotten 1870, and 
Wellington’s comments more than one hundred years ago. 
A boy who has a scientific education, learns that facts are 
of more importance than theories or opinions. He learns 
to have a “fluid” mind. He learns it is better to try and 
see, than “wait and see.” He learns to “prove all things” 
-and “hold fast that which is good.” He learns to shun 
hypocrisy. He learns something of the greatness of Truth. 
“Modern Science, as traming the mind to an exact and 
impartial analysis of facts, is an education specially fitted 
to promote sound citizenship.” * 
If the youthful mind wants romance and inspiration 
he can find it in the elements of Astronomy, Physics, Chemistry, 
Hlectricity and Biology ; he can find it in the brillant achieve- 
ments of scientific research, and the dogged perseverance of 
investigators like Darwin, Pasteur and Lister. This is, morally, 
better for him than studyimg the family life of the gods and 
goddesses of ancient Greece and Rome, ladies and gentlemen 
who were often of doubtful antecedents and of dissolute habits. 
Of course, ancient Latin and Greek are useful, and must 
always be studied by the few; but for the great majority 
Natural Science and Modern not Dead languages must form in 
the future an essential part of a “ liberal education.” 
Life is short, Art is long. The capacity of the human 
mindislimited. The intellectual struggle for life among nations 
is becoming fiercer. We must discard old methods. We must 
become more utilitarian. We must march with the times, 
if we wish our Empire to survive in the “ struggle for existence.” 
When peace is declared, ‘‘when the war-drum throbs no 
longer and the battle-flags are furled,’ when this country is 
recovering from the loss it has sustained In men, money and 
* Karl Pearson, ‘“‘ Grammar of Science,” p. 11. Walter Scott. 
