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namely, the scientific element. Until recently this ingredient 
was comparatively unimportant, for Science, in its modern 
acceptation, hardly had come into existence, and its whole 
energies were employed in winning for itself a foothold in the 
world of accredited knowledge. This long and arduous struggle 
for existence is now nearly at an end, and there is at the 
present day, perhaps, a tendency, born of its successful and 
marvellous career, to exaggerate the claims of science, and to 
overestimate the benefits which it can confer. Without, however, 
going to either extreme, there seems to be a general consensus 
of opinion that some change is necessary in educational systems 
which were established in pre-scientific eras. A new mental 
nutriment has come into existence, and some alteration in our 
intellectual dietary is thereby imperatively demanded. 
What this alteration shall be, and to what extent it shall be 
carried, must depend on many things, and on nothing more 
than on the precise signification which we may attach to the 
words Science ” and “ Education.” The former term, in 
particular, is often employed loosely, and some confusion has 
thereby been caused in more directions than the one now under 
consideration. The so-called Sciences, also, are many-sided, 
and short definitions always leave much unsaid; but we may 
consider “ Science,” as a generic term, to be, in its funda- 
mentals, the analysis of the truths of the senses. In one 
signification of the term we may apply the name of “ Science ” 
to any kind ot knowledge whatever, when this knowledge is 
methodized and reduced to its principles. In its more restricted, 
and at the same time more general acceptation, we understand 
by the “ Sciences,” what are known as the Natural and 
Physical Sciences. These deal with the phenomena of the 
natural world primarily, and their ultimate data are obtainable 
only through the medium of the senses. The foundations of 
the sciences rest, therefore, deep down in the sensuous life of 
humanity. By this definition it will be seen that we exclude 
Psychology, the ultimate data of which are derived from the 
internal consciousness of the individual, and not by means of 
observations carried on through the medium of the senses, 
though such contribute accessory and secondary data. Those, 
of course, who believe in the purely physiological basis of all 
mental phenomena, will naturally demur to this exclusion, and, 
from their point of view, rightly so; nor is it at all necessary 
that I should in this place endeavour to answer any objections 
on this score. I think it may be maintained, however, that 
though a “ methodized knowledge” of Psychology has of recent 
years sprung into existence, there is no “ Science” of this name, 
