i88 5 .J and Sir Lyon Playfair's Presidential Address. 613 
eVidenCe bef0re a Parliamentary 
schools. He demands thf t^” ^ r lm ? table for b^mmar 
public and private studv t P ° U | ° f M th , eir fort y hours for 
languages and historv ei^hf sb , 0 , u d be & Iven to modern 
six to science and two m ° antbmetlc and mathematics, 
hours to the dparl 1 ° S e °g^aphy, thus leaving fourteen 
England will * an e u f8«- The great public schools of 
S J , S' t0 be the gymnasia for the upper 
and IHerare culture T" °u‘ theh ' time t0 ^al 
‘4™ "- b -^“e C Ro y 1? ££ 
cate tl ” ^dle ot^erlcLohThifh^S! 
curriculum L f all-iound education and expand their 
cunicuium by a freer recognition of the value of Science as 
upper cTassTs the^t de f veIo P in S the faculties of the 
uppei classes, the schools for the middle classes shmiM 
kS un h Tsl V6S | ‘° T needs ° f their existence, and nit 
funaion ’ ™ tl0n ° f Sch00ls with a different 
In the school the boy should be aided to discover the 
cities °so ed§ H that - 18 beSt Suited for his mental ^Pa- 
cities, so that, in the university, knowledge may be special 
fulfestt extent. 10 * he of ‘he 
Passing from learned or public professions to commerce 
how is rt that rn our great commercial centres, for^ners- 
German, Swiss, Dutch, and even Greeks-push aside our 
English youth, and take the places of profit which belong 
to them by national inheritance? How is it that in our 
colonies, like those in South Africa, German enterprise "s 
pushing aside English incapacity ? How is it that we find 
whole branches of manufactures, when they depend on sci- 
entitle knowledge, passing away from this country, in which 
ey OHgmated, in order to engraft themselves abroad al- 
though then decaying roots remain at home ? The ans\ver 
to these questions is that our systems of education are still 
too narrow for the increasing struggle of life. 
The opponents of science education allege that it is not 
adapted for mental development, because scientific facts are 
often disjointed and exercise only the memory. Those who 
argue thus do not know what Science is. Scientific and 
