The Place of Science, in Education

Abstract

THE question as to whether modern education should be classical and literary, or scientific, is one which apparently, in certain high quarters, is still controverted. This matter, once said John Stuart Mill, is very much like a dispute “whether a tailor should make coats or trousers.” Replying in the philosopher's own words, “Why not both? Can anything deserve the name of a good education which does not include literature and science, too? If there were no more to be said than that science teaches us to think and literary education to express our thoughts, do we not require both?” Most reasonable people would probably be prepared to concede the soundness of Mill's opinion. Is not therefore the educational System of a country which concerns Itself in no way as to the status of science altogether imperfect and lopsided? The educational value of science was excellently assessed nearly half a century ago by the distinguished author of the words above quoted, in the following terms (vide Rectorial Address, St. Andrews University, 1867):—