Hence, knowledge which subserves direct self-preservation by preventing this loss of health, is of primary importance.  We do not contend that possession of such knowledge would by any means wholly remedy the evil.  It is clear that in our present phase of civilisation, men’s necessities often compel them to transgress.  And it is further clear that, even in the absence of such compulsion, their inclinations would frequently lead them, spite of their convictions, to sacrifice future good to present gratification.  But we do contend that the right knowledge impressed in the right way would effect much; and we further contend that as the laws of health must be recognised before they can be fully conformed to, the imparting of such knowledge must precede a more rational living—­come when that may.  We infer that as vigorous health and its accompanying high spirits are larger elements of happiness than any other things whatever, the teaching how to maintain them is a teaching that yields in moment to no other whatever.  And therefore we assert that such a course of physiology as is needful for the comprehension of its general truths, and their bearings on daily conduct, is an all-essential part of a rational education.

Strange that the assertion should need making!  Stranger still that it should need defending!  Yet are there not a few by whom such a proposition will be received with something approaching to derision.  Men who would blush if caught saying Iphigenia instead of Iphigenia, or would resent as an insult any imputation of ignorance respecting the fabled labours of a fabled demi-god, show not the slightest shame in confessing that they do not know where the Eustachian tubes are, what are the actions of the spinal cord, what is the normal rate of pulsation, or how the lungs are inflated.  While anxious that their sons should be well up in the superstitions of two thousand years ago, they care not that they should be taught anything about the structure and functions of their own bodies—­nay, even wish them not to be so taught.  So overwhelming is the influence of established routine!  So terribly in our education does the ornamental over-ride the useful!

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We need not insist on the value of that knowledge which aids indirect self-preservation by facilitating the gaining of a livelihood.  This is admitted by all; and, indeed, by the mass is perhaps too exclusively regarded as the end of education.  But while every one is ready to endorse the abstract proposition that instruction fitting youths for the business of life is of high importance, or even to consider it of supreme importance; yet scarcely any inquire what instruction will so fit them.  It is true that reading, writing, and arithmetic are taught with an intelligent appreciation of their uses.  But when we have said this we have said nearly all.  While the great bulk of what else is acquired has no bearing on the industrial activities, an immensity of information that has a direct bearing on the industrial activities is entirely passed over.