the population a residuum of which we will speak later,
who would profit by the opportunity; but that the congenitally
unscientific, the section from which the heads of government temporal
and spiritual, the lawyers, administrators, politicians, the classes
upon whose minds the public life of this country almost wholly
depends, would by imbibition of scientific diet at any period of life,
however early, be essentially altered seems in a high degree unlikely.
Of the converse case we have long experience, and I would ask those
who entertain such sanguine expectations, whether the results of
administering literature to scientific boys give much encouragement to
their views. This consideration brings us to the one hard,
physiological fact that should form the foundation of all educational
schemes: the congenital diversity of the individual types. Education
has too long been regarded as a kind of cookery: put in such and such
ingredients in given proportions and a definite product will emerge.
But living things have not the uniformity which this theory of
education assumes. Our population is a medley of many kinds which will
continue heterogeneous, to whatever system of education they are
submitted, just as various types of animals maintain their several
characteristics though nourished on identical food, or as you may see
various sorts of apples remaining perfectly distinct though grafted on
the same stock. Their diversity is congenital.

According to the proposal of the reformers the natural sciences should
be universally taught and be given "capital importance" in the
examinations for the government services, but, cordially as we may
approve the suggestion, we ought to consider what exactly its adoption
is likely to effect. The intention of the proposal is doubtless that
our public servants, especially the highest of them, shall, while
preserving the great qualities they now possess, add also a knowledge
of science and especially scientific habits of mind. Such is the
"ample proposition that hope makes." Does experience of men accord
with it at all? Education, whether we like it or not, is a selective
agency. I doubt whether the change proposed will sensibly alter the
characters of the group on whom our choice at present falls. Rather,
if forced upon an unwilling community, must it act by substituting
another group. The most probable result would not be that the type of
men who now fill great positions would become scient