tural relations between words and their meanings are
habitually traced, and their laws explained; it must be admitted that
they are commonly learned as fortuitous relations. On the other hand,
the relations which science presents are causal relations; and, when
properly taught, are understood as such. While language familiarises
with non-rational relations, science familiarises with rational
relations. While the one exercises memory only, the other exercises both
memory and understanding.

Observe next, that a great superiority of science over language as a
means of discipline, is, that it cultivates the judgment. As, in a
lecture on mental education delivered at the Royal Institution,
Professor Faraday well remarks, the most common intellectual fault is
deficiency of judgment. "Society, speaking generally," he says, "is not
only ignorant as respects education of the judgment, but it is also
ignorant of its ignorance." And the cause to which he ascribes this
state, is want of scientific culture. The truth of his conclusion is
obvious. Correct judgment with regard to surrounding objects, events,
and consequences, becomes possible only through knowledge of the way in
which surrounding phenomena depend on each other. No extent of
acquaintance with the meanings of words, will guarantee correct
inferences respecting causes and effects. The habit of drawing
conclusions from data, and then of verifying those conclusions by
observation and experiment, can alone give the power of judging
correctly. And that it necessitates this habit is one of the immense
advantages of science.

Not only, however, for intellectual discipline is science the best; but
also for _moral_ discipline. The learning of languages tends, if
anything, further to increase the already undue respect for authority.
Such and such are the meanings of these words, says the teacher of the
dictionary. So and so is the rule in this case, says the grammar. By the
pupil these dicta are received as unquestionable. His constant attitude
of mind is that of submission to dogmatic teaching. And a necessary
result is a tendency to accept without inquiry whatever is established.
Quite opposite is the mental tone generated by the cultivation of
science. Science makes constant appeal to individual reason. Its truths
are not accepted on authority alone; but all are at liberty to test
them--nay, in many cases, the pupil is required to think out his own
conclusions. Every step i