486 Culture and Science. 
them too, I know, who have charged their incomplete lives to that 
insufficiency of a collegiate course for the practical end of existence. 
This insufficiency has become so patent to many that they have 
demanded a change in the college curriculum, and this demand 
has come less from those interested in scientific pursuits than from 
those who have contemplated from outside the triumphs of science 
and have desired its advantages to be more feely extended and 
opened. The advantages of a scientific training are so evident that 
they need not be urged. In the words of Mr. Arnold, “ the great 
results of the scientific investigation of nature we are agreed upon 
knowing, but how much of our study are we bound to give to the 
processes by which those results are reached? The results have 
their visible bearing on human life. But all the processes, too, all 
the items of fact, by which those results are established, are inter- 
esting. All knowledge is interesting to a wise man, and the 
knowledge of nature is interesting to all men.” 
It is in view of this conceded usefulness of science and its relations 
to everyday life that there is an ever-increasing demand on the 
part of comparatively disinterested lookers-on to force it into college. 
This demand, as before indicated, is not so much fromthe acknowl- 
edged representatives of science as from the general community, and 
men of science interpose ever to moderate the demand and to recom- 
mend the retention of what are called the humanities in the educa- 
tional course. They urge that it is not the part of science or true 
culture (which amount to almost the same thing) to reject the one 
and to devote attention alone to the contemplation of gross matter. 
They are satisfied to give room and time, so far as may be possible, 
to all knowledge, and they do not find fault even with those who, 
like Mr. Arnold, think that “if there is to be separation and option 
between humane letters on the one hand and the natural sciences 
on the other, the great majority of mankind, all who have not 
exceptional and overpowering aptitudes for the study of nature, 
would do well to choose to be educated in humane letters rather 
than in the natural sciences. Letters will call out their being at 
more points, will make them live more. 
“ And, indeed,” continues Mr. Arnold, “ to say the truth, I cannot 
really think that humane letters arein danger of being thrust out from 
their leading-place in education, in spite of the array of authorities 
against them at this moment. So long as human nature is what it 15, 
their attractions will remain irresistible. They will be studied more 
