college a knowledge of Nature as set forth in the sciences which are spoken of as physics, chemistry, geology, and biology. We think that all education10 should consist in the first place of this kind of knowledge, on account of its commanding importance both to the individual and to the community. We think that every man of even a moderate amount of education should have acquired a sufficient knowledge of these subjects to enable him at any rate to appreciate their value, and to take an interest in their progress and application to human life. And we think further that the ablest youths of the country should be encouraged to proceed to the extreme limit of present knowledge in one or other branch of this knowledge of Nature so as to become makers of new knowledge, and the possible discoverers of enduring improvements in man's control of Nature. No one should be educated so as to be ignorant of the importance of these things; and it should not be possible for the greatest talent and mental power to be diverted to other fields of activity through the fact that the necessary education and opportunity in the pursuit of the knowledge of Nature are withheld. The strongest inducements in the way of reward and consideration ought, we believe, to be placed before a young man in the direction of Nature-knowledge rather than in the direction of other and far less important subjects of study.
In fact, we should wish to see the classical and historical scheme of education entirely abandoned; and its place taken by a scheme of education in the knowledge of Nature.
At the same time let me hasten to say that few,
