But of all this your old stereotyped system of education takes no note.  Physical science, its methods, its problems, and its difficulties, will meet the poorest boy at every turn, and yet we educate him in such a manner that he shall enter the world as ignorant of the existence of the methods and facts of science as the day he was born.  The modern world is full of artillery; and we turn out our children to do battle in it, equipped with the shield and sword of an ancient gladiator.

Posterity will cry shame on us if we do not remedy this deplorable state of things.  Nay, if we live twenty years longer, our own consciences will cry shame on us.

It is my firm conviction that the only way to remedy it is, to make the elements of physical science an integral part of primary education.  I have endeavoured to show you how that may be done for that branch of science which it is my business to pursue; and I can but add, that I should look upon the day when every schoolmaster throughout this land was a centre of genuine, however rudimentary, scientific knowledge, as an epoch in the history of the country.

But let me entreat you to remember my last words.  Addressing myself to you, as teachers, I would say, mere book learning in physical science is a sham and a delusion—­what you teach, unless you wish to be impostors, that you must first know; and real knowledge in science means personal acquaintance with the facts, be they few or many.[9]

FOOTNOTE: 

[9] It has been suggested to me that these words may be taken to imply a discouragement on my part of any sort of scientific instruction which does not give an acquaintance with the facts at first hand.  But this is not my meaning.  The ideal of scientific teaching is, no doubt, a system by which the scholar sees every fact for himself, and the teacher supplies only the explanations.  Circumstances, however, do not often allow of the attainment of that ideal, and we must put up with the next best system—­one in which the scholar takes a good deal on trust from a teacher, who, knowing the facts by his own knowledge, can describe them with so much vividness as to enable his audience to form competent ideas concerning them.  The system which I repudiate is that which allows teachers who have not come into direct contact with the leading facts of a science to pass their second-hand information on.  The scientific virus, like vaccine lymph, if passed through too long a succession of organisms, will lose all its effect in protecting the young against the intellectual epidemics to which they are exposed.

VII.

ON THE PHYSICAL BASIS OF LIFE.[10]