ia instead of Iphigenia, or
would resent as an insult any imputation of ignorance respecting the
fabled labours of a fabled demi-god, show not the slightest shame in
confessing that they do not know where the Eustachian tubes are, what
are the actions of the spinal cord, what is the normal rate of
pulsation, or how the lungs are inflated. While anxious that their sons
should be well up in the superstitions of two thousand years ago, they
care not that they should be taught anything about the structure and
functions of their own bodies--nay, even wish them not to be so taught.
So overwhelming is the influence of established routine! So terribly in
our education does the ornamental over-ride the useful!

* * * * *

We need not insist on the value of that knowledge which aids indirect
self-preservation by facilitating the gaining of a livelihood. This is
admitted by all; and, indeed, by the mass is perhaps too exclusively
regarded as the end of education. But while every one is ready to
endorse the abstract proposition that instruction fitting youths for the
business of life is of high importance, or even to consider it of
supreme importance; yet scarcely any inquire what instruction will so
fit them. It is true that reading, writing, and arithmetic are taught
with an intelligent appreciation of their uses. But when we have said
this we have said nearly all. While the great bulk of what else is
acquired has no bearing on the industrial activities, an immensity of
information that has a direct bearing on the industrial activities is
entirely passed over.

For, leaving out only some very small classes, what are all men employed
in? They are employed in the production, preparation, and distribution
of commodities. And on what does efficiency in the production,
preparation, and distribution of commodities depend? It depends on the
use of methods fitted to the respective natures of these commodities; it
depends on an adequate acquaintance with their physical, chemical, or
vital properties, as the case may be; that is, it depends on Science.
This order of knowledge which is in great part ignored in our
school-courses, is the order of knowledge underlying the right
performance of those processes by which civilised life is made possible.
Undeniable as is this truth, there seems to be no living consciousness
of it: its very familiarity makes it unregarded. To give due weight to
our argument, we mus