ist,
and must, as a matter of life and death, resist, the progress of science
and modern civilization, manages her affairs much better.

It was my fortune some time ago to pay a visit to one of the most
important of the institutions in which the clergy of the Roman Catholic
Church in these islands are trained; and it seemed to me that the
difference between these men and the comfortable champions of
Anglicanism and of Dissent, was comparable to the difference between our
gallant Volunteers and the trained veterans of Napoleon's Old Guard.

The Catholic priest is trained to know his business, and do it
effectually. The professors of the college in question, learned,
zealous, and determined, men, permitted me to speak frankly with them.
We talked like outposts of opposed armies during a truce--as friendly
enemies; and when I ventured to point out the difficulties their
students would have to encounter from scientific thought, they replied:
"Our Church has lasted many ages, and has passed safely through many
storms. The present is but a new gust of the old tempest, and we do not
turn out our young men less fitted to weather it, than they have been,
in former times, to cope with the difficulties of those times. The
heresies of the day are explained to them by their professors of
philosophy and science, and they are taught how those heresies are to be
met."

I heartily respect an organization which faces its enemies in this way;
and I wish that all ecclesiastical organizations were in as effective a
condition. I think it would be better, not only for them, but for us.
The army of liberal thought is, at present, in very loose order; and
many a spirited free-thinker makes use of his freedom mainly to vent
nonsense. We should he the better for a vigorous and watchful enemy to
hammer us into cohesion and discipline; and I, for one, lament that the
bench of Bishops cannot show a man of the calibre of Butler of the
"Analogy," who, if he were alive, would make short work of much of the
current _a priori_ "infidelity."

I hope you will consider that the arguments I have now stated, even if
there were no better ones, constitute a sufficient apology for urging
the introduction of science into schools. The next question to which I
have to address myself is, What sciences ought to be thus taught? And
this is one of the most important of questions, because my side (I am
afraid I am a terribly candid friend) sometimes spoils its cau