And yet this study, immensely transcending all other in importance, is that which, in an age of boasted education, receives the least attention.  While what we call civilisation could never have arisen had it not been for science, science forms scarcely an appreciable element in our so-called civilised training.  Though to the progress of science we owe it, that millions find support where once there was food only for thousands; yet of these millions but a few thousands pay any respect to that which has made their existence possible.  Though increasing knowledge of the properties and relations of things has not only enabled wandering tribes to grow into populous nations, but has given to the countless members of these populous nations, comforts and pleasures which their few naked ancestors never even conceived, or could have believed, yet is this kind of knowledge only now receiving a grudging recognition in our highest educational institutions.  To the slowly growing acquaintance with the uniform co-existences and sequences of phenomena—­to the establishment of invariable laws, we owe our emancipation from the grossest superstitions.  But for science we should be still worshipping fetishes; or, with hecatombs of victims, propitiating diabolical deities.  And yet this science, which, in place of the most degrading conceptions of things, has given us some insight into the grandeurs of creation, is written against in our theologies and frowned upon from our pulpits.

Paraphrasing an Eastern fable, we may say that in the family of knowledges, Science is the household drudge, who, in obscurity, hides unrecognised perfections.  To her has been committed all the works; by her skill, intelligence, and devotion, have all conveniences and gratifications been obtained; and while ceaselessly ministering to the rest, she has been kept in the background, that her haughty sisters might flaunt their fripperies in the eyes of the world.  The parallel holds yet further.  For we are fast coming to the denouement, when the positions will be changed; and while these haughty sisters sink into merited neglect, Science, proclaimed as highest alike in worth and beauty, will reign supreme.

INTELLECTUAL EDUCATION

There cannot fail to be a relationship between the successive systems of education, and the successive social states with which they have co-existed.  Having a common origin in the national mind, the institutions of each epoch, whatever be their special functions, must have a family likeness.  When men received their creed and its interpretations from an infallible authority deigning no explanations, it was natural that the teaching of children should be purely dogmatic.  While “believe and ask no questions” was the maxim of the Church, it was fitly the maxim of the school.  Conversely, now that Protestantism has gained for adults a right of private judgment and established the practice of appealing to reason,